The role of a school principal is both multifaceted and demanding, often leading to significant emotional exhaustion and burnout. This study explored the challenges faced by veteran principals in balancing their professional and personal lives through a qualitative methodology. It aimed to understand how these principals navigated the complexities of their roles to maintain both their effectiveness in schools and their personal well-being. The research is grounded in three theoretical frameworks: Border Theory, Distributive Leadership Theory, and the Multidimensional Theory of Burnout. Border Theory provides insights into how principals manage the boundaries between work and home life. Distributive Leadership Theory examines the sharing of leadership responsibilities to reduce individual workload and support the instructional progress of the school system. The Multidimensional Theory of Burnout explores the stages and symptoms of burnout, focusing on emotional exhaustion, depersonalization, and reduced personal accomplishment. Findings reveal strategies that principals can engage in to establish boundaries, distribute leadership tasks, ensure they have support at home and work, and manage burnout symptoms. The study also brings to light the concept of work-life fit as opposed to work-life balance, which suggests that the demands and culture of the work environment must be in alignment with the individual's needs at home. This research provides actionable insights for principals, district leaders, and policymakers to support the mental health and longevity of school principals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]